University students make limited use of digital technologies to self-regulate their learning despite being frequent technology users¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2022: baselines and conditions change
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
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q2 i? Andalusian university students use digital technologies in SRL, but their use is limited even though they are regular users of technology for social and leisure activities. → Carmen Yot-Domínguez and Carlos Marcelo 2017
Evidence¶
Carmen Yot-Domínguez and Carlos Marcelo 2017¶
Carmen Yot-Domínguez and Carlos Marcelo. (2017). University students' self-regulated learning using digital technologies. International Journal of Educational Technology in Higher Education 14:38. https://doi.org/10.1186/s41239-017-0076-8
q2 · i? · associational · r2
Survey of 711 university students from ten Andalusian universities using the SRLTU instrument (33 items, 1–5 frequency scale, Cronbach's alpha .877). Descriptive means of technology use show limited SRL use; the authors note students "are lacking in how to efficiently use them to support their own learning process."
"As shown in Fig. 1, it can be stated that students do use digital technologies in SRL, but their use is limited."
Discussion¶
Related Claims¶
- Cluster analysis identifies two antagonistic student profiles differing in level of technology-supported self-regulated learning — a narrower finding that bears on this claim
- Superficial information use with limited processing is the most used technology-based SRL strategy, while self-evaluation is among the least used — a narrower finding that bears on this claim
- Social-support strategies are the most generalised technology-based SRL strategies, with most students interacting via instant messaging and sharing material via the cloud — a narrower finding that bears on this claim
- LLM-based tools may interfere with reading comprehension and retention despite learners finding them helpful — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
students-limited-use-of-technologies-for-srl |
title |
University students make limited use of digital technologies to self-regulate their learning despite being frequent technology users |
description |
University students make limited use of digital technologies to self-regulate their learning despite being frequent technology users |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2017 |
recheck_by |
2022 |
generated |
by process:wiki-ingest on 2026-10-16 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — carmen-yot-domínguez-and-carlos-marcelo-2017 |
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